<UL> <LI>Privately managed schools tend to attract more advantaged student populations; but the difference between the socio-economic profiles of public and private schools is narrowed when privately managed schools receive higher levels of public funding.</LI> <LI>The difference between the socio-economic...</li></li></ul>

Are socio-economically disadvantaged students condemned to perpetuate an intergenerational cycle of poor academic achievement, poor job prospects and poverty? Not if they attend schools that provide them with more regular classes.<P> Resilient students in the 2006 and 2009 PISA surveys displayed...</p>

<ul> <li> One in eight students across OECD countries has repeated a grade at least once before the age of 15. </li> <li> Many countries reduced the rate of grade repetition between 2003 and 2012. </li> <li> One in five disadvantaged 15-year-olds has repeated a grade. Even among students with similar academic...</li></ul>

<ul> <li>Strong performers and successful reformers in education share some key characteristics: a belief in the potential of all their students, strong political will, and the capacity of all stakeholders to make sustained and concerted efforts towards improvement. </li> <li>Countries/Economies that have...</li></ul>

<ul> <li> To do well on PISA’s first assessment of creative problem-solving skills, students need to be open to novelty, tolerate doubt and uncertainty, and dare to use intuition to initiate a solution. </li> <li>Just because a student performs well in core school subjects doesn’t mean he or she is...</li></ul>

<ul> <li> In most school systems, over 50% of 15-year-olds students attend schools that compete with another school to attract students from the same residential area. </li> <li>Across countries and economies, performance is unrelated to whether or not schools have to compete for students. </li> <li>When choosing a...</li></ul>

<ul> <li>Immigrant students who share a common country of origin, and therefore many cultural similarities, perform very differently across school systems. </li> <li>The difference in performance between immigrant students and non-immigrant students of similar socio-economic status is smaller in school systems...</li></ul>

<UL> <LI>Most 15-year-olds in OECD countries have some understanding of environmental issues and feel that threats to the environment are a serious concern for them and/or for other people in their country.</LI> <LI>Scientific understanding of the environment is key if students are to have a realistic...</li></li></ul>

<ul> <li> On average across the 13 OECD countries and economies that participated in the PISA financial literacy assessment, 10% of students can analyse complex financial products and solve non-routine financial problems, while 15% can, at best, make simple decisions about everyday spending, and...</li></ul>

<ul> <li>On average across OECD countries, around 4% of students are top performers in reading, mathematics and science (all-rounders). </li> <li>Australia, Finland, Hong Kong-China, Japan, New Zealand, Shanghai-China and Singapore have larger proportions of these students than any other country or economy. </li></ul>